Case study about a pupil with communication limitations using Symbol Software, by CRTIC Guarda, in the scope of SENnet Project.

1. CRTIC Guarda
Case Study
Literacy development with
Graphic Symbols
Guarda, may 2014

2. CRTIC Guarda
Geographic scope
► Schools Clusters of the municipalities:
Almeida, Belmonte, Celorico da Beira,
Fornos de Algodres, Figueira de Castelo
Rodrigo, Guarda, Meda, Sabugal, Trancoso e
Pinhel.
CRTIC Guarda – maio 2014
Geographical Location of ICT
Resource Centre for Special Needs
(CRTIC)
► Secondary School Afonso de
Albuquerque – Guarda

3. Schools Cluster ofFornos de Algodres
CRTIC Guarda – maio 2014
Pupil’s School Fornos de
Algodres
Population: 230 pupils
11 teachers
School grades:
Pre-school
Primary school
Pupil’s profile: Down Syndrome

4. Case Study Objectives
CRTIC Guarda – maio 2014
Global Objective
► To evaluate the impact of Assistive Technologies to promote
literacy (reading/writing).
►
Specific Objectives
► To use the computer and graphic symbols (Communicate with
Symbols SW) to learn how to read and write;
► To apply to different contexts;
► To apply different strategies aiming at school achievement;
► To assess how Assistive Technologies contribute to the inclusion of
the pupils with his peers.

5. Pupil
CRTIC Guarda – maio 2014
Identification
Name: André Fernandes School Year : 4º Ano Age: 11
Anos
Activity and participation
The pupil presents severe limitations in language development (d134.3), concept
acquisition (d137.3) and competencies (d155.3) and in reasoning capacity (d163.3).
Environment Factors
Teachers are relevant facilitators (e330+3).
Personal care providers and assistants (e340+3) e other professionals (e360+3)
are also relevant facilitators.
Functioning Profile
Body Functions
The pupil presents severe limitations in intellectual functions (b117.3), in global
psychosocial functions (b122.3) and in temperament and personality functions
(b126.3).

6. Educational Accomodations
Decree -Law 3/2008
CRTIC Guarda – maio 2014
► Article 17º - Personalized pedagogical support
c) – antecipation and reinforcement of content learning in classroom
d) – reinforcement and development of specific competencies
► Article 21º - Individual Specific Curriculum
► Article 22º - Assistive Technologies
Complementary Measures
Regular monitoring at Coimbra Pediatric Hospital Pediátrico and weekly
speech therapy.

7. Assessment Needs
Assistive Technology
CRTIC Guarda – maio 2014
André is supported by the same SEN teacher since Kindergarten, Concerned
with the inclusion and success of the pupil she required intervention of CRTIC
Guarda to assess the pupil in AT needs. In primary school, she requested a re-
assessment on account of:
► Learning difficulties in reading and writing;
► Dificulties in oral and written language;
► Dificulties in fine motor functions;
► Need for differentiated learning strategies and methodologies to
reading and writing;
► Need to develop motivation for oral and written language in
attractive ways.

8. Assessment Needs
Assistive Technology
CRTIC Guarda – maio 2014
► Assessment started with a story in the
computer, and one could observe visual and
auditory competencies that allow André to
use the computer and manipulate the mouse.
► Next, the pupil was given the opportunity to
interact with the software «Communicate with
Symbols». André revealed receptivity and
showed interest, because he could write and
watch an image, which motivated him to
reading and writing.

9. Assessment Needs
Assistive Technology
CRTIC Guarda – maio 2014
►Considering the characteristics, skills and
objectives defined in André’s Individual
Educational Curriculum and taking into account
his interest for the computer, it was
recommended the use of symbol software to
develop reading and writing skills.
► Software training was provided to the teachers
who interact with the pupil. The software started to
be used by the pupil in the beginning of 2011/2012.